
The Status of Middle and High School Instruction: Examining Professional Development, Social Desirability, and Teacher Readiness for Blended Pedagogy in the Southeastern United States
PROCEEDING
Rebecca Parks, Mansfield University, United States ; Wendy Oliver, Elaine Carson, Thrivist, United States
Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Digital and technological resources have allowed K-12 educators to implement a blended learning approach to their secondary instruction. Research shows that educators desire ongoing PD support in blended learning but the pedagogical understandings are vague and often clouded by the social desirability pressures to be a blended learning school.
This study investigates how existing PD affects traditional secondary teachers’ instructional pedagogy in blended learning, measures if existing PD opportunities make an impact on blended implementation, and identifies specific areas where blended pedagogy is lacking among teachers. The results also identify gaps between self-identified blended teachers and those who actually implement blended pedagogy into their instructional systems. Finally, the level of fidelity in which blended learning is implemented in the secondary school settings is clarified for authenticity in practice.
Citation
Parks, R., Oliver, W. & Carson, E. (2017). The Status of Middle and High School Instruction: Examining Professional Development, Social Desirability, and Teacher Readiness for Blended Pedagogy in the Southeastern United States. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2236-2242). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 8, 2021 from https://www.learntechlib.org/primary/p/177515/.
© 2017 Association for the Advancement of Computing in Education (AACE)
References
View References & Citations Map- Archambault, L., & Kennedy, K. (2014). Teacher preparation for K-12 blended and online learning. In R.E. Ferdig, K. Kennedy (Eds.), Handbook of research on K-12 online and blended learning, (pp. 225-244). Pittsburgh,
- Bonk, C.J., & Graham, C.R. (2006). Handbook of blended learning: Global perspectives, local designs. San Francisco, CA: Pfeiffer, John Wiley& Sons.
- Bradshaw, L.K. (2002). Technology for teaching and learning: Strategies for staff development and follow-up support. Journal of Technology and Teacher Education, 10(1), 131-150.
- Carr, S. (2000). As distance education comes of age, the challenge is keeping the students. Chronicle of Higher Education, 46 (23), A39-A41. Http://chronicle.com/free/v46/i23/23a00101.htm
- Cavanaugh, C., Barbour, M., & Clark, T. (2009). Research and practice in K-12 online learning: A review of open access literature. The International Review of Research in Open and Distributed Learning, 10(1). Http://www.irrodl.org/index.php/irrodl/ar-ticle/view/607/1182.
- Diaz, D.P. (2002). Online drop rates revisited. The Technology Source. Http://technologysource.org/article/online_drop_rates_revisited/
- Dzluban, C., Hartman, J., & Moskal, P. (2004). Blended learning. EDUCAUSE Research Bulletin, 2004(7), 2-12.
- Furey, D., & Murphey, E. (2005). K-12 virtual schools and schooling. The Morning Watch: Educational and Social Analysis, 32(3). Http://www.mun.ca/educ/faculty/mwatch/win05/MurphyFurey.htm
- Glazer, E.M., & Hannan, M.J. (2006). The collaborative apprenticeship model: Situated professional development within school settings. Teaching and Teacher Education: An Internal Journal of Research and Studies, 22(2), 179-193.
- Goddard, Y.L., Goddard, R.D., & Tschannen-Moran, M. (2007). Theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teachers College Record, 109(4), 877-896.
- Guskey, T.R., & Yoon, K.S. (2009). What works in professional development?: Phi Delta Kappan, 90(7), 495-500.
- Harris, J., Mishra, P. & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration re-framed. Journal of Research on Technology in Education, 41(4), 393-416.
- Hassel, B., & Terrell, G. (2004). Managing virtual schools: The Canadian experience. In C. Cavanaugh (Ed.), Development and management of virtual schools: Issues and trends (pp. 50-67). Hershey, PA: Information
- Horn, M.B. & Staker, H. (2011). The rise of K-12 blended learning. Innosight Institute. Http://www.christenseninstitute.org/wp-content/uploads/2013/04/The-rise-of-K-12-blended-learning.pdf
- Horn M.B., & Staker, H. (2015). Blended: Using disruptive innovation to improve schools. San Francisco, CA: Jossey-Bass.
- Ingersoll, R., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81 (2). 201-233.
- Kurshman, B. (2015). Shifting the professional development paradigm for K-12 online learning. Texans for Education Reform: Forbes. Http://texansforeducationreform.com/latest-news/shifting-professionaldevelopment DASHDASH
- Oliver, K.M., & Stallings, D.T. (2014). Preparing teachers for emerging blended learning environments. Journal of Technology and Teacher Education, 22(1), 57-81.
- Powell, A., Watson, J., Staley, P., Patrick, S., Horn, M., Fetzer, L., Hibbard, L., Ogels-by, J., & Verma, S. (2015). Blended learning: The evolution of online and face-to-face education from 2008-2015. INACOL. Http://www.inacol.org/wp-content/ uploads/2015/07/iNACOL_Blended-Learning-The-Evolution-ofOnline-And-Face-to-Face-Education-from-2008-2015.pdf
- Roblyer, M.D. (2006). Virtually successful: Defeating the dropout problem in online school programs. Phi Delta Kappan, 88(1), 31-36.
- Ronfeldt, M., Farmer, S.O., McQueen, K., & Grissom, J.A. (2015). Teacher collaboration in instructional teams and student achievement. American Educational Research Journal (52)3, 475-514.
- Russell, G. (2004). The advantages and disadvantages of virtual schools. ICT in Education, 7(1), 6-8.
- Schlager, M.S. & Fusco, J. (2003). Teacher professional development, technology, and communities of practice: Are we putting the cart before the horse? The Information Society, 19(3), 203-220.
- Setzer, J.C., & Lewis, L. (2005). Distance education courses for public elementary and secondary school students: 2002–03. NCES No. 2005-010. Washington, D.C.: National Center for Education Statistics.
- Singh, H. (2003). Building effective blended learning programs. Educational Technology, 43(6), 51-54.
- Southern Regional Education Board. (2009). Guidelines for professional development of online teachers. Http://publications.sreb.org/2009/09T01_Guide_profdev_online_ teach.pdf
- Staker, H. (2011). The rise of K-12 blended learning: Pro les of emerging models. Innosight Institute. Http://www.christenseninstitute.org/wp-content/uploads/2013/04/ The-rise-of-K-12-blendedlearning.emerging-models.pdf
- Watson, J., Pape, L., Murin, A., Gemin, B., & Vashaw, L. (2014). Keeping pace with K-12 digital learning: An annual review of policy and practice (11th ed.). Evergreen, CO: Evergreen Education Group.
- Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning [Abstract]. Review of Educational Research, 79(2). 702-739.
- Yoon, K.S., Duncan, T., Lee, S.W., Scarloss, B., & Shapley, K.L. (2007). Reviewing the evidence on how teacher professional development affects student achievement. Issues& Answers Report, REL 2007-033.Washington DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.
- Zandberg, I., & Lewis, L. (2008). Technology-based distance education courses for public elementary and secondary school students: 2002-03 and 2004-05. (NCES 2008-08). Washington, D.C.: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesSlides
- presentation_3075_50324.pptx (Access with Subscription)